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Review, September, 1968, 16–20.
Rutar Leban, T. (2010). Subjektivne teorije vzgojiteljic o vzgoji: napovedna vred-
nost osebnostnih lastnosti vzgojiteljic in zaznane možnosti poklicnega razvo-
ja. PhD dissertation. Filozofska fakulteta Univerze v Ljubljani.
Scardamalia, M., and Bereiter, C. (1989). Conceptions of Teaching and Ap-
proaches to Core Problems. In M. C. Reynolds (ed.), Knowledge Base for the
Beginning Teacher (pp. 37−47). Oxford: Pergamon.
Schraw, G., and Reynolds, P. (2009). Contributions of Cognitive Psychology to
School Psychology. In T. B. Gutkin and C. R. Reynolds (eds.), The handbook
of School Psychology (4th edition), pp. 769–790. San Francisco: Wiley.
Schön, D. (1983). The Reflective Practitioner. New York: Basic Books.
Schön, D. (1987). Educating the Reflective Practitioner. San Francisco: Joey Bass.
Stoof, A., Martens, R. L., Van Merrienboer, J. J. G., and Bastiaens, T. J. (2002). The
Boundary Approach of Competence: A Constructivist Aid for Understand-
ing and Using the Concept of Competence. Human Resource Development
Review, 345–365.
Štefanc, D. (2012). Kompetence v kurikularnem načrtovanju splošnega izo-
braževanja. Ljubljana: Znanstvena založba Filozofske fakultete Univerze v
Ljubljani.
Valenčič Zuljan, M. (1999). Kognitivni model poklicnega razvoja študentov razre-
dnega pouka. PhD dissertation. Ljubljana: Filozofska fakulteta, Oddelek za
pedagogiko in andragogiko.
Valenčič Zuljan, M. (2001). Pojmovanja znanja pri bodočih učiteljih. Andragoš-
ka spoznanja, 7(2), 16–23.
Vanauker-Ergle, K. A. (2003). Barriers to Low Achievers’ Success in the Elemen-
tary Classroom as Perceived by Teachers: A Qualitative Study. University Of
Florida.
Vršnik Perše, T., Kozina, A., and Rutar Leban, T. (2011). Negative school factors
and their influence on math and science achievement in TIMSS 2003. Edu-
cational Studies, 37(3), 265–276.
Vršnik Perše, T. (2013). Nacionalna evalvacijska študija: Professional development
strokovnih delavcev v poklicnem in strokovnem izobraževanju (2010–2013). Fi-
nal report. Ljubljana: Pedagoški inštitut. Retrieved from http://193.2.222.157/
Sifranti/ResearchProject.aspx?id=66 (retrieved on 12.11.2013).
contextualising teaching (in)effectiveness and student (under)achievement
Review, September, 1968, 16–20.
Rutar Leban, T. (2010). Subjektivne teorije vzgojiteljic o vzgoji: napovedna vred-
nost osebnostnih lastnosti vzgojiteljic in zaznane možnosti poklicnega razvo-
ja. PhD dissertation. Filozofska fakulteta Univerze v Ljubljani.
Scardamalia, M., and Bereiter, C. (1989). Conceptions of Teaching and Ap-
proaches to Core Problems. In M. C. Reynolds (ed.), Knowledge Base for the
Beginning Teacher (pp. 37−47). Oxford: Pergamon.
Schraw, G., and Reynolds, P. (2009). Contributions of Cognitive Psychology to
School Psychology. In T. B. Gutkin and C. R. Reynolds (eds.), The handbook
of School Psychology (4th edition), pp. 769–790. San Francisco: Wiley.
Schön, D. (1983). The Reflective Practitioner. New York: Basic Books.
Schön, D. (1987). Educating the Reflective Practitioner. San Francisco: Joey Bass.
Stoof, A., Martens, R. L., Van Merrienboer, J. J. G., and Bastiaens, T. J. (2002). The
Boundary Approach of Competence: A Constructivist Aid for Understand-
ing and Using the Concept of Competence. Human Resource Development
Review, 345–365.
Štefanc, D. (2012). Kompetence v kurikularnem načrtovanju splošnega izo-
braževanja. Ljubljana: Znanstvena založba Filozofske fakultete Univerze v
Ljubljani.
Valenčič Zuljan, M. (1999). Kognitivni model poklicnega razvoja študentov razre-
dnega pouka. PhD dissertation. Ljubljana: Filozofska fakulteta, Oddelek za
pedagogiko in andragogiko.
Valenčič Zuljan, M. (2001). Pojmovanja znanja pri bodočih učiteljih. Andragoš-
ka spoznanja, 7(2), 16–23.
Vanauker-Ergle, K. A. (2003). Barriers to Low Achievers’ Success in the Elemen-
tary Classroom as Perceived by Teachers: A Qualitative Study. University Of
Florida.
Vršnik Perše, T., Kozina, A., and Rutar Leban, T. (2011). Negative school factors
and their influence on math and science achievement in TIMSS 2003. Edu-
cational Studies, 37(3), 265–276.
Vršnik Perše, T. (2013). Nacionalna evalvacijska študija: Professional development
strokovnih delavcev v poklicnem in strokovnem izobraževanju (2010–2013). Fi-
nal report. Ljubljana: Pedagoški inštitut. Retrieved from http://193.2.222.157/
Sifranti/ResearchProject.aspx?id=66 (retrieved on 12.11.2013).
contextualising teaching (in)effectiveness and student (under)achievement
